Two Plus Two Does Not Always Equal Four
Creativity and innovation are two key buzzwords in British Columbia’s educational axioms. But what is creativity? What does it really mean to be creative and what does creativity look like? Do we need to asses creativity and is there a foundational curriculum required for creativity to flourish? Does the creative individual emerge from the creative environment? Yesterday, I was privileged to have Dr. Ronald Beghetto speak to my class as we worked on our book club using the book, Killing Ideas softly? The Promise and Perils of Creativity on the Classroom…we have introduced our Professor, Dr. Yong Zhao to the idea of a book club (I think it was mostly because we are writing exhausted ) and were hoping for a short reprieve from yet another essay. Dr. Beghetto, instead of imparting all creative knowledge, left us with more questions than answers.
Most people when they think of creativity think of the arts, technology, and often science and usually refer to someone who ‘thinks outside the box”. Historically, there has been a link between creativity and the quirky. In reality, creativity is anything determined to be original and appropriate to the task. For example, a photographer is able to capture a specific and fleeting moment in time that generates and emotional response in the audience. Dr. Beghetto also mentions that everyone can be creative. We all have, within us, the ability to be creative. If this is the case, that everyone can be creative, why aren’t we? Is there a creative identity?
What about the culture of our workplaces? Does a culture of creativity need to exist? If so, what does this look like? In truth, creativity and vulnerability are inextricably linked. When we take risks, we are often in a place of vulnerability. And risk taking needs to be valued, celebrated and expected. We need to know that it is okay to work to navigate uncertainty, to make mistakes and even to fail! We have to create a culture that allows creativity to exist, and on a good day, to flourish. In doing so, we help one another navigate uncertainty and maintain possibility thinking.
Finally, confidence begets confidence. We have to put students in a place where doubt is afoot, where possibilities are endless and where help is available. Our goal is to develop in our students core self-beliefs central to creativity. We have to allow them time and space to develop creative confidence. They need to practice new ways of thought and action. We have to show that we value creativity. And finally, we want our students to be willing to take risks. Let them know that it is okay to fail. Look at failure as learning. Failing well will help us to build trust and resiliency together. What if we could prove that two plus two doesn’t always equal four? What if two cats and two mice were together and the result was two fatter cats? Take beautiful risks. It matters.